AISSA Audit Tool - Australian Curriculum General Capabilities
Personal and Social Capability
Levels 1-3
Audit Code
Y
Covered in Current Curriculum
X
Does not exist in Current Curriculum document
E
Exists in current document but needs reworking
D
Exists in current document but at different year level
L
Located in another curriculum area
PL
Needs Professional Learning in the following year(s)
R
Additional Resources required
C
See Comment
AISSA Audit Tool - Australian Curriculum General Capabilities
Self-awareness
Self-awareness
Self-awareness
Level 1
Level 2
Level 3
Typically by the end of Foundation
Year, students:
Typically by the end of Year 2,
students:
Typically by the end of Year 4,
students:
Recognise emotions
Recognise emotions
Recognise emotions
identify a range of emotions and
describe situations that may evoke
these emotions
Recognise personal qualities and
achievements
compare their emotional responses
with those of their peers
describe the influence that people,
situations and events have on their
emotions
Recognise personal qualities and
achievements
identify their likes and dislikes, needs
and wants, and explore what
influences these
identify and describe personal
interests, skills and achievements and
explain how these contribute to family
and school life
describe personal strengths and
challenges and identify skills they
wish to develop
Understand themselves as
learners
Understand themselves as learners
Understand themselves as
learners
Recognise personal qualities and
achievements
identify their abilities, talents and
interests as learners
discuss their strengths and
weaknesses as learners and identify
some learning strategies to assist them
Develop reflective practice
Develop reflective practice
Develop reflective practice
reflect on their feelings, how their
efforts affect skills and achievements
reflect on what they have learnt about
themselves from a range of
experiences at home and school
reflect on personal strengths and
achievements, based on selfassessment strategies and teacher
feedback
identify and describe factors and
strategies that assist their learning
Y
Covered in Current Curriculum
X
Does not exist in Current Curriculum Document
E
AUDIT CODE
Exists in current document but needs reworking
D
Exists in current document but at different year level
L
Located in another curriculum area
PD
Needs Professional Learning
R
Additional Resources required
C
See Comment
AISSA Audit Tool - Australian Curriculum General Capabilities
Self-management
Self-management
Self-management
Level 1
Level 2
Level 3
Typically by the end of Foundation
Year, students:
Typically by the end of Year 2,
students:
Typically by the end of Year 4,
students:
Express emotions appropriately
Express emotions appropriately
Express emotions appropriately
express their emotions constructively
in interactions with others
describe ways to express emotions to
show awareness of the feelings and
needs of others
identify and describe strategies to
manage and moderate emotions in
increasingly unfamiliar situations
Develop self-discipline and set
goals
Develop self-discipline and set
goals
Develop self-discipline and set
goals
follow class routines to assist
learning
set goals in learning and personal
organisation by completing tasks within
a given time
Work independently and show
initiative
explain the value of self-discipline
and goal-setting in helping them to
learn
Work independently and show
initiative
work independently on routine tasks
and experiment with strategies to
complete other tasks where
appropriate
Become confident, resilient and
adaptable
consider, select and adopt a range of
strategies for working independently
and taking initiative
undertake and persist with short tasks,
within the limits of personal safety
persist with tasks when faced with
challenges and adapt their approach
where first attempts are not
successful
Work independently and show
initiative
attempt tasks independently and
identify when and from whom help
can be sought
Become confident, resilient and
adaptable
identify situations that feel safe or
unsafe, approaching new situations
with confidence
Become confident, resilient and
adaptable
Y
Covered in Current Curriculum
X
Does not exist in Current Curriculum Document
E
AUDIT CODE
Exists in current document but needs reworking
D
Exists in current document but at different year level
L
Located in another curriculum area
PD
Needs Professional Learning
R
Additional Resources required
C
See Comment
AISSA Audit Tool - Australian Curriculum General Capabilities
Social awareness
Social awareness
Social awareness
Level 1
Level 2
Level 3
Typically by the end of Foundation
Year, students:
Typically by the end of Year 2,
students:
Typically by the end of Year 4,
students:
Appreciate diverse perspectives
Appreciate diverse perspectives
Appreciate diverse perspectives
acknowledge that people hold many
points of view
describe similarities and differences in
points of view between themselves and
people in their communities
discuss the value of diverse
perspectives and describe a point of
view that is different from their own
Contribute to civil society
Contribute to civil society
Contribute to civil society
describe ways they can help at home
and school
describe how they contribute to their
homes, classrooms and local
communities, and how others care for
and assist them
identify the various communities to
which they belong and what they can
do to make a difference
Understand relationships
Understand relationships
Understand relationships
explore relationships through play
and group experiences
identify ways to care for others,
including ways of making and keeping
friends
describe factors that contribute to
positive relationships, including with
people at school and in their
community
Y
Covered in Current Curriculum
X
Does not exist in Current Curriculum Document
E
AUDIT CODE
Exists in current document but needs reworking
D
Exists in current document but at different year level
L
Located in another curriculum area
PD
Needs Professional Learning
R
Additional Resources required
C
See Comment
AISSA Audit Tool - Australian Curriculum General Capabilities
Social management
Social management
Social management
Level 1
Level 2
Level 3
Typically by the end of Foundation
Year, students:
Typically by the end of Year 2,
students:
Typically by the end of Year 4,
students:
Communicate effectively
Communicate effectively
Communicate effectively
identify positive ways to initiate, join
and interrupt conversations with
adults and peers
discuss the use of verbal and
nonverbal communication skills to
respond appropriately to adults and
peers
identify communication skills that
enhance relationships for particular
groups and purposes
Work collaboratively
Work collaboratively
Work collaboratively
share experiences of cooperation in
play and group activities
identify cooperative behaviours in a
range of group activities
describe characteristics of
cooperative behaviour and identify
evidence of these in group activities
Make decisions
Make decisions
Make decisions
identify options when making
decisions to meet their needs and the
needs of others
practise individual and group decision
making in situations such as class
meetings and when working in pairs
and small groups
contribute to and predict the
consequences of group decisions in a
range of situations
Negotiate and resolve conflict
Negotiate and resolve conflict
Negotiate and resolve conflict
listen to others’ ideas, and recognise
that others may see things differently
from them
practise solving simple interpersonal
problems, recognising there are many
ways to solve conflict
identify a range of conflict resolution
strategies to negotiate positive
outcomes to problems
Y
Covered in Current Curriculum
X
Does not exist in Current Curriculum Document
E
AUDIT CODE
Exists in current document but needs reworking
D
Exists in current document but at different year level
L
Located in another curriculum area
PD
Needs Professional Learning
R
Additional Resources required
C
See Comment
AISSA Audit Tool - Australian Curriculum General Capabilities
Develop leadership skills
Develop leadership skills
Develop leadership skills
identify ways to take responsibility for
familiar tasks at home and school
discuss ways in which they can take
responsibility for their own actions
discuss the concept of leadership and
identify situations where it is
appropriate to adopt this role
Comments:
Y
Covered in Current Curriculum
X
Does not exist in Current Curriculum Document
E
AUDIT CODE
Exists in current document but needs reworking
D
Exists in current document but at different year level
L
Located in another curriculum area
PD
Needs Professional Learning
R
Additional Resources required
C
See Comment